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Dr. Nehru Pasoloran Pongsapan, M.Pd Prof. Dr.H.Muhammad Basri Wello, M.A
UKI TORAJA PRESS
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ENGLISH FOR NURSING
First Published 2017
All right reserved no part of this publication may be reproduced, store in a retrieval system, or transmitted, in any forms, or photocopying, or otherwise, without the prior permission of UKI Press.
UKI Press 2017
Jalan Nusantara, 12 Makale Tana Toraja South Sulawesi Indonesia
ISBN 78-602-18328-6-8
“ Those who sow in tears shall reap in joy”
Psalm 126:5
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INTRODUCTION
The need for nurses to communicate in English professionally is a basic concern in recent years, this issue has favored the design of English for professional nursing communication. The book contents do not only cover the four main skills (listening, speaking, reading and writing) and their corresponding enabling subskills, but also key aspects of the language system (grammatical, lexical, phonological and cultural). As an ESP coursebook, the nursing content is present in every main section of each unit. The book is intended for nursing students and professional nurses as well. By the course, the learners will have achieved the authors‟ ultimate aim: to have the students be able to communicate professionally in their nursing practice and in everyday situations. Therefore the nursing students will learn what they need to know for career in nursing such as
the nursing‟ students need to learn English at task,.
to practice English in real work situation,
to learn specific vocabulary,
to give you the language, information and skills needed to start the nursing‟s career.
English for Nursing is a selfcontained book and is developed based on needs analysis. It includes sets of exercises to be done in and out of the classroom. It is the authors‟ idea that some extra hours should be devoted to direct clinical experience practices in health services in order to provide the learners with opportunities to use what they have learnt into practice the materials are compiled from various resources to adjust with the students needs
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Course Components
English for Nursing’s book contains eight units, each unit consists of listening speaking, writing, and reading skills, vocabulary and grammar.
Additionally key words, grammar reference and glossary are at the end page of this book and listening scrip is also prepared. This sequential follows the fundamental nature of language learning.
Methodology
The book follows a comprehensive approach to language teaching. It takes constructivism leaning theories by applying learning centered approach to engage learners to communication real life ituations in which nurses have to cope with in their daily routines.
The constructivist view of learning has important implications for teaching, such as the following:
1. Teaching is not a matter of transmitting or transferring knowledge
‘since knowledge is not something out there or a possession of the teacher to be given to and received by the learner.
2. The teacher is not the source of knowledge (the sage on the stage), but a guide who provides students with opportunities to construct new knowledge.
3. If prior knowledge is a key element in learning, then teachers must find out what learners already know and provide learning environments that exploit inconsistencies between this prior/current
5 knowledge and the new experiences, and lead to the formation of new understandings.
4. Teachers must design learning environments that stimulate active learning, requiring learners to build on or extend their current knowledge and skills (capabilities) as they try to solve the problem and interact with their peers.
That is the reason why there are instances in which the focus is on the language, the learner or the learning process. Although the units are built around different topics, within each unit there are ideas or concepts based on typical of the situational and the communicative, as well as of the skills and situational-based syllabi. The author has tried to integrate all those things that mostly benefit of the teaching and learning process, so as to achieve the goals of the target needs in professional communication competence.
Editors and Validators
English for Nursing was validated by professor in TEFL and professor in Liguistic are Prof. Dr.H.Muhammd Bassi Wello, M.A.
Prof. Dr. Baso Jabu, M,Hum
Lay out by: Markus Deli G.A, S.Pd, M.Pd
Content
Based on the the nursing students‟ needs in English for Nursing, therefore the content of this book composed by eight chapters
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TABLE OF CONTENTS
Page
Introduction i
Table of contents iv
Syllabus v
Unit One In and around the hospital 1
Unit Two Hospital Admission 14
Unit Three Accident and Emergency 29
Unit Four Pain 41
Unit Five Symptoms 53
Unit Six Nutrition & Obesity 68
Unit Seven Blood 92
Unit Eight Medication and Alternative treatments
106
Grammar reference 127
Bibliography 137
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Glossary 140
Listening Script 144
Curriculum vitae 158
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Syllabus
Topics Language Skills and Knowledge
Describing what people in the hospital do
Giving direction in a hospital
Describing where thing are
Listening – Directions and the porter‟s office
Speaking – nurses on the ward.
Writing – giving directions.
Reading – wheelchair Writing – giving directions.
Vocabulary- hospital department Grammar – prepositions of place and
movement
The hospital admission procedure.
Describing what happened
Recording patient information.
Talking about the first aids
The symptoms of shock
Describing how to del with an emergency
Listening – A patient record and instructions
Speaking – admiting a patient, emergency helpline
Listening – recording details.
Writing – completing forms; medical history.
Reading – bad handwriting and a suprise passanger.
Vocabulary- The admission procedure, patient record, and firts aids.
Grammar – past simple, past continuous, instructions.
Talking about the first aids
Understanding and giving instructions
The symptoms of shock
Describing how to deal with an emergency
Listening –instructions
Speaking –emergency helpline Writing – information porter Reading –a suprise passanger.
Vocabulary- firts aids.
Grammar –instructions.
-
Describing pain. Listening – pain chart, pain relief Speaking – Filling in the pain chart In and around the hospital
Hospital Admissions
Pain
Accident and emergencies
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Describing degree of pain
Asking about pain
Referred pain
Writing – completing pain reports.
Reading – pain
Vocabulary- Describing pain
Grammar - comparisons; superlatives and comparatives.
Describing symptoms.
Asking about symptoms
Human anatomy.
Syndromes
Listening – symptoms and interpreting a helpline call
Speaking – Asking question questions on a helpline
Writing - writing symptom reports.
Reading – Mystery and syndromes.
Writing - writing symptom reports.
Vocabulary- noun forms-verbs forms Grammar - question forms; use of
adjectives
Nutrition Foods
Healthy and Balanced Nutrition
Listening – Listen and practice the conversation
Speaking - Giving advice, practice the dialogue with your peer, form groups and discuss the following topics
Writing – in a small group write a procedural writing.
Reading – energy food
Vocabulary- noun s-verbs adj.-adverb forms
Grammar – procedural text, simple present tense; the third person – s/ es, words that mean the same thing.
Talking about blood types
Describing blood samples
Doing a blood test and giving the result.
Listening – Blood types, blood test Speaking - Blood components, functions
and usage.
Writing – describing and renewing blood cells
Reading – Blood pattern analyisis Vocabulary-Testing blood
Grammar – zero and first conditional.
Types of medication.
Administering
Listening – patients‟ medication, qigong Speaking – patients‟s medication, two
healers
Writing – writing up an experiment–
Symptoms
Nutrition & Obesity
Blood
Medication and treatments
10 medication/dosage.
Understanding instructions for giving medication
Describing alternative treatment/s,
Natural medicines
Qigong
Herbal alternative treatment sources.
Reading- pandemics and tamiflu, wild treatment.
Vocabulary- types and form of medication, type of therapy.
Grammar – be going to v present continuous for future, giving reasons.
11 Topic : In and Around the Hospital
Objectives By the end of the lesson the students will be able to 1 listen and understand the directions deal with in and
around the hospital
2 explain a ward and facilities and equipments in a ward.
3 write the direction through the various written form, such as the email.
4 read and answers the questions correctly .
5 use prepositions of place and movement correctly in the various English skills.
6 analyze the terminology and job description of the hospital departments.
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Unit one
In and Around the Hospital
Describing what people in the hospital do
Giving direction in a hospital Preposition of place and movement
Describing where things are
Picture 1. 1 Source: https://www.google.com/url?sa= 086737688736
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Look at the picture and practice the dialoque of direction
Picture 1.2. Sourcee. https://www.google.com/url?sa= =1471086225926960
Preview Activity
P: Go out here and the door you want is just opposite. Go in through the door and give your prescription to a man behind the counter
M. :
So, It’s just outside here?
P: Yes, just across
the corridor
M. : Thanks
P:
You’ re welcome
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1.________________2______________3________________4_____________
1. __________out of here and the door you want is just opposite.
2. So it‟s _____________ outside_________________?
3. Go__________________the hospital___________these swing doors.
4. ___________the firts right, and it”s the second door_______________
5. _____take the second left and go ___________along that corridor.
The Phatology lab wants __________1) and __________2) .Take
___________-3) to the waste bins. They are outside _________,4) near the _________5) on the ______ 6) ward 4 needs a _______7)_to take a patient to.________8)
Listening
Sub Topic. Giving Directions
a. Listen, where is the person giving direction to?
b. Words finding,. listen to a porter giving direction to a man to fill the gaps in the sentences below
c. Listen to a porter answering telephone calls and directing operation, fill the gaps in the sentences below
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Speaking
Sub Topic. Nurses on the Ward
Peer work: Students A describes picture, and listens to student B describes his/her picture, find ten differences between the two pictures.
Student A
Student B
Picture 1.3. Source: Foreign nurses’ guide to Finnish Working life 2010 p.3
Picture 1.4 Source: Foreign nurses‟ guide to Finnish Working life 2010 p.7
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From Marcopolo
To Jean Marcos
Subject Giving Direction Dear Jean Marcos
Here are the directions you asked for from the bus station to the Wahidin hospital. Leave the bus station at the gate, Turn______ 1)
walk for about 100 meters to the main road, take a local mini bus at the traffic light. Take local car to______ 2) at ______ 3) Jalan Urip Sumoharjo and get off at a gas station _______4) the road to the hospital, then cross over the main road to the jalan hospital street, walk along for about 200 meters. The gate of Wahidin Hospital on
your___________5) Best reagard, Marcopolo
Writing
a. Use the map and complete the spaces in email
Makassar City centre to AIRPORT
Wahidin
hospital
BUSSTATION UNHAS
HOSPITAL
GATE
URIP SUMOHARJO STREET
Gas station
Hospital street Station street
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b. Write an email giving a friend directions to where you work or study from bus station
Reading
Sub Topic. Wheelchair
Read the article. Search the difficult words and themeanings
Picture1.5. Source.http://media2.picsearch.com=341
18 WHEELCHAIR
1. What material was the first wheelchair made of?
2. What are the modern wheelchair made of?
3. What difference does an electric engine make?
4. Apart from your arms, what can you use to controle a wheelchair?
5. What three things can iBOT do that an ordinary wheelchair can‟t?
Modern wheelchairs are a big improvement on the first wheelchair, which where just wheel barrows like the ones we use in the garden.
Professor Steven Howking's wheelchair, for example, is a vehicle, an office and a domestic servant, all in one.
The first real wheelchair was owned by King Philips of Spain in the sixteen century. It has the latest technology emovable arm rest and leg rests- and was made of wood. Modern wheelchair are made from the same strong, light metal, as aircraft, and electric engines, mean that users don't need to use their arms or have someone to push.
Wheelchair design made a big jump forward with the invention of a computer program that responds to voice comment. For users who cannot speak, computer tehnology also makes it possible to manueuvre a machine by small movements of the head, hand, tongue, and breath.
Something that able bodied people do without thinking can be a major problem for disabled people, for example, climbing stairs, entering and leaving buildings, and using toilets. A wheelchair can either help or make the problem worse. So before choosing a wheelchair there are many questions you have to ask: Will the wheelchair be self-propelled or manual? which more important, manueuvrability or stability? how do you get in and out of it?
The iBOT claims to solve many of the problems of standart wheelchairs.
It is a highly advanced, all purpose wheelchair that can travel up strairs, raise the users to reach high shelves, and balance on two wheels in the shower. It is great fun to use, but beware the price - the iBOT costs as much as a luxury car
b . Read the the text again and answer the questions
From. Nursing 2012.p.20
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1. The place you put your arm____________
2. Orders______________
3. Not disabled______________
4. Moved by the user‟s own power_______________
5. How easy it to move around_____________
6. That does everything______________________
A B C D E F G H I J
Phathology Cardiology Physiotheraphy Renal unit Pharmacy Orthopaedaedics Neurology Paediatrics Dermatology Haematology
1. Dispenses medicines?__
2. Treats kidney?______
3. Specializes in fegnancy and birth?
4. Studies ilnesses analysis samples?-- 5. Treat disesses of the skin?___
6. Performs operations on patients?- 7. Design special exercises for patients?
8. Studies blood disorders?__
9. Treats bones?_____
10. Specialializes in the hearth?__
c . Find words in the text with the same meanings of the following words or phrases
Vocabulary
Sub Topic. Hospital department
Match of the hospital departments and activities
20 K
L
Obstetrics Surgery
11. Deals with sick children?___
12. Treats disorders of the nervous system?______
We use the following preposition to describe the place where something is, , such as, on, on top on/bottom of, inside/outide, near, next to, by, in front of, behind, opposite, under, over, at, on the left/right.
Examples:
1. The shop‟s near the entrance, on the right of the receptionit.
2. The toilets are at the bottom of the stairs, on the left.
3. The tissue is near the drugs, next to the pipette.
4. The pharmacy is next to the reception, on the right.
5. The lft is in front of the shop,
We use the following prepositions to descibe movement, such as up, down, into, out of, away, from, to, through, across, along, past, back to, around, left/right.
Example:
1. Go through the wings doors, turn left along the corridor, and the coffee bars is in front of you.
2. Go through the main road, take about fifty minutes, cross over and hospital is in your left.
3. You walk through Orthopacidica to get the exit.
GRAMMAR
Sub Topic. Prepositions of place and movement
21 4. The porter brought the wheelchair up to the ward.
5. Go up to the thrird floor ward E is opposite the lift.
Preposition of movement are used with verbs such as go, come, push, carry.
Example:
1. Can you take these files back to the office, please?
2. To get from here to the surgery, you have to wheel the trolly through three wards.
3. Push back to the kithen.
4. He comes from the contry side.
5. He pushed the patient into ward 202.
1. The toilets are_____ the ground floor, ________reception.
2. I always keep a pen _____my pocket.
3. Press the button_____your bed if you need the nurse.
4. I‟ll put your bag _____your bed, out of the way.
5. The restaurant‟s _____ the top of the building, so take the left.
6. The reception is ______the main entrance.
7. See that door over here, the car park is just _________
8. He‟s _________ward‟s, _____the end of this corridor.
1. Walk through/near reception, and take the lift to/at in the third floor.
a. Complete the sentences with the prepositions below
b. Underline the correct prepositions in these sentences.
At by in next to on outside over under
22 2. Go around/along/past this corridor, and it‟s the third door on/ at the left.
3. If you go past/ through/ behind the swing doors, you will see the waiting room.
4. The toilets are at the the bottom of/ over the stairs.
5. Physiotheraphy is in front of/ opposite this department, so go across/ out of the corridor.
Key Words from unit one.
Corridor Floor Lift Mortuary Reception Ward
Noun Disorder
Nervous system Sample
Specimen Stretcher Waste
Verbs Dispense Dispose of
Adjective disabled c. Choose five prepositions, and write five sentences with them relates with hospital
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Topic : Hospital Admissions
Objectives : By the end of the lesson the students will be able to
1 listen and understand the patient records and the nurses‟ instructions 2 ask the questions for getting the patient
information.
3 write the medical summery based on patients record..
4 read and answers the questions correctly based on the given text.
5 analyze between job and tasks 6 have English ability of past tense and
past continuous tense and apply into English skills.
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Unit two
Hospital Admissions
The hospital admission procedure
Describing what happened Past simple Vs past continuous
Recording patient information.
Writing a summery about a patient
Picture 2.1 Source; http://www.dshm.co.in/admissions.html
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Work in pairs. The patients have arrived in the hospital and are having discussion with the the receptionists. Discuss and explain why are you think each one is there and what are the main responsibilities of a hospital receptionist?
Preview Activity it
Picture 2.2. Source . www.kokilabenhospital.com
picture 2.3. Source; www.kokilabenhospital.com
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PATIENT RECORD
Surname : ...
First name : ...
Gender (F/M) : ...
DOB : ...
Place of birth : . ...
Occupation : ...
Marital status : ...
Parents : ...
Contact phone numb. : ...
Smoking intake : ...
Alcohol intake : ...
Reasons for admission : ...
Family hystory 1 Mental illness 2 diabetes 3 tuberclosis 4 HIV/AIDS
Listening
Sub Topic: A patient records and instructions
a. Listen to a nurse gettting personal details of a patient. Ask and listen to complete the form.
b. Listen again and complete these questions tthe nurse asks.
27 1. What__________you?
2. _____________ date of birth?
3. _____________you born?
4. _____________married?
5. _____________smoke?
6. __________________do you smoke a___________?
7. ___________allergic to_______________?
8. Do any of your ___________family________from any of the following______?.
Full name
Allergies
Occupation
Parents
Family history
Date and place of birth
Smoking and alcoholic intake
Marital status
Reason for admission
Medical history
Speaking
Sub Topic. Admiting a patient
a. Role play: Student A works in pair. Students B works in pairs and play a role a patient admitted to hospital.ask the following details
b. Student A= a nurse, ask student B= as a patient. Work in pairs to complete the patient record below, change the role.
28 PATIENT RECORD
Surname : ...
First name : ...
Gender (F/M) : ...
DOB : ...
Place of birth : . ...
Occupation : ...
Marital status : ...
Parents : ...
Contact phone numb. : ...
Smoking intake : ...
Alcohol intake : ...
Reason for admission : ____________________________________________________
Family hystory 1 Mental illness 2 diabetes 3 tuberclosis 4 HIV/AIDS
Writing
Sub Topic. Medical history.
a. Write a summery based on on the patient, find three mistakes in it.
29 Mike.Jaczon was admitted with possible conclussion after falling from the ladder and hitting his head. Mr. Jaczon was born in 1992. He is divorced and worked as a carpenter. Mr Jaczon drinks 5 botles alcohol drinking a day, he is alergic to nuts.
PATIENT RECORD
Surname : Jaczon.
First name : Mike
Gender (F/M) : Male
DOB : 10/8/16
Place of birth : 12/3/92
Occupation : carpenter
Marital status : married
Parents : Father Jacki
Contact numb. : 0823 3334 5555 7777
Smoking intake : no
Alcohol intake : 15 unit per week Reason for admission : headache
Family hystory : Mental illness
Allecgic : cold
PATIENT RECORD
Surname : Berh
First name : Sarah
b. Write an similar summery about Sara using the information on the patient record below
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Gender (F/M) : F
DOB : 10/10/16
Place of birth : 12/3/97
Occupation : Nurse
Marital status : No
Parents : Father Jacki
Contact phone numb. : 0823 3344 5555 7770
Smoking intake : no
Alcohol intake : 12 unit per week Reason for admission : headache
Family hystory : Head desease
Allecgic : Meat
Bad handwritin g
There is an old joke that doctors go to school to learn how to write badly and nurses go to to school how to read doctor‟ handwriting. There truth in the joke- computer analysis of the handwriting of the nedical staff shows that doctor‟s writing is a lot of worse than that of nurses and
Recently researchers studied 50 patients progress notes. They found that they coud not read 16% of the worth. The
misunderstanding that this couse can mean that a patient is given the wrong blood, or that a surgeon amputates the wrong lim. Fatal errors, of course, makes news, but studies shows that every year
Reading
Sub Topic. Bad handwriting
31 administrative staffs. May be it‟s
because doctors are always under pressure of time that they write very fast. The habit starts when they are medical students and gets worse as time passes.
Computer analysis shows that generally medical staff are careful with numbers. When drug name looks very similar, bad handwriting can mean patients get the wrong medicine. A young girl nearly died when she was given Methimazole Instead of Metolazone ( one is for high blood pressure and for thyroid problems). In 1999, an American cardiologist, Ramachandra Kullunu wrote a prescription so badly that the pharmacist gave a patient the wrong medicine. This time the patient did not died and court fined the doctor USD.225.
hundred of thousands of mistakes are made in hospital around the world, and alot of them are because of bad
handwriting or abreviations which
nobody understand. Bad handwriting also cause delays, which are expensive and wasteful.
There are many technologycal solutions for the problems, and though digital technology cann‟t improve handwriting.
It can improve the situation. At London Charing Cross Hospital, for example, patient wear bar codes on their wrists or ankles. Staffs use he bar codes along with hand-beld computer to get accuracy, clear and easy-to-read information.
(From. Nurse 2010.p.69)
1. Nurses study doctors‟ handwriting at school______
2. Doctor generally writes number more carefully than words_________
a. Read the article and decide if the senetences are true (T) or false (F)
32 3. Methamazole and Methalasone are used for different conditions____
4. Ramachandra Kulluru ia a pharmacist______
5. Researcher could understand 84% of doctor‟s notes________
6. Many hospital use abreviations in order to avoid mistakes________
7. At Changing Cross Hospitals, staffs carry computers around______
1. Medical people who work in hospital offices________________
2. To write instructions on what drug is given to a patient_____________
3. To make somebody pay money as a punishment___________________
4. To cut off part of the body_________
5. An arm and leg_________________
6. Mistakes that result in death___________
1. The place you put your arm____________
2. Orders______________
3. Not disabled______________
4. Moved by the user‟s own power_______________
5. How easy it to move around_____________
6. That does everything______________________
b . Find words in the article to match these definitions
c . Find words in the text with the same meanings with the statement below.
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PATIENT RECORD
Surname : BERH
First name : SARAH
Gender (F/M) : F
DOB : 10/10/16
Place of birth : 12/3/97
Occupation : Nurse
Marital status : NO
Parents : Father Jacki
Contact phone numb. : 0823 3344 5555 7770
Smoking intake : n
Alcohol intake : 12 unit per week Reason for admission : headache
Family hystory : Head desease
Allecgic : meat
1. job occupation
Vocabulary
Sub Topic. Patient Record
a. Which scrup up patient is recorded in this form?
b . Find words and abbreviations in the patient 's record with these meaning
34 2. bad reaction, for example, to certain medications ________________
3. family doctor ________________
4. closet relatives ________________
5. the amount of something to eat _________________
6. date of birth _________________
7. male/female _________________
8. past illness and injures _________________
9. married/single//divorced/undevorced _________________
10. not applicable ________________
11. in each (day, week) ________________
12. number _________________
We use past simple to talk about things which happened in the past.
Examples:
1. I felt terrible when I got home.
2. I slipped in ice and hurt in my knee.
3. I saw an accident yesterday.
4. A nurse injected Mr.Brown.
5. The doctor examined my leg yesterday.
Some verbs are regular and ending in –d or -ed Example:
Record -recorded Listen - listened GRAMMAR
Sub Topic. Past simple, past continuous, instructions
35 Present - presented
Die - died Start - started
1. A nurse recorded a patient information.
2. She listened to the music.
3. A doctor presented Mr.Jack‟ diagnose to his family.
4. A young nearly died when was given Methaimazole.
5. The habit started when he was a medical students.
The past simple of some verbs are irregular.
Example:
Go` – went take – took give - gave get - got
1. Jane went to the hospital yesterday.
2. He took a docter‟ prescription just now.
3. A pharmacist gave a patient wrong medicine.
4. She got pain in her arm since yesterday.
1. When he was working, he broke his arm ( work, break)
2. My son ____a firework when it_________and ___________hs hand (explode, hold, burn)
3. I____of the car. My dad______the door and ________my fingers( get out, break, close)
a. Complete the sentences using the verbs in the bracket
36 4. My mum____in the bathroom. She ____and ________her break (hit, fall,
get dressed)
5. I ____to music, when suddently I_____a whistling in my ear and I in he deaf (hear, go, listen)
6. I______in the park, and a man _______me and ______me (punch, chase, run)
b. Write at least the five sentences about thes patient what happebed to him
c. Describe an accident that happened to you
Picture 2.4 source: https://www.google.com/url?sa= =1471086737688736
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Key words from unit two
Adjectives Allergic Fatal
Nouns Account Appointment Cubicle Firts aids
Initial asseement
Life-threatening condtion Limb
Prescription Priority Progress notes Registration Treatment Trisgle nurse
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Topic : Accident and Emergencies
Objectives By the end of the lesson the students will be able to
1 listen and nderstand the directions receive from paramedics
2 ask and reply the emergency helpline nurse based on the given situation.
3 write a list of instructions for a given situation
4 read, understand and answers the questions for a particular text.
5 use words for instruction of the various situation
6 analyze the expressions of instructions of what kind of instruction are.
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Unit Three
Accident and Emergencies
Talking about the first aids
Understanding and giving instructions
The symptoms of shock
Describing how to deal with an emergency
Picture 3.1 Source; suryopod.blogspot.com
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You are in a light aircraft when it crashes into the jungle. Your radio is broken so you can‟t ask helping. There are two of you and you must ready to walk around 3-5 kilometres for safety. You already have clothes, foods, and water.
You can take only ten things with you take five from each list, discuss what to take with your partner and explain your reasons.
Medical General
Bandages A scalpel A snake bit kit Morhine aspirin
Disposable gloves A thermometer Tweezers
A first aid manual Hypodermic needles
A torch
A box of matches Scap
A mirror A compass
A knife Scissors Fish hooks a cooking pot A mosquito net
Preview Activity it
Picture 3.2 Source: https://www.google.com/url?sa=1471086225926960
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1. The nurse gives two/three breaths into the patient‟s mouth.
2. The paramedic counts up two/three after each down on the chest.
3. The nurse pushes down on the chest fifteen/sixteen times.
4. They set the charge on the defibrillator at 100/200.
5. The nurse applies the pads on each side of/ above and below the heart 6. The patient starts to respond after the first/second charge from the
defibrillator.
7. The patient is given Lidocaine/Atropine.
8. The dosage is over 200 ml over one minute/100 ml over two minutes
Check Give Put
Hold Press
Repeat Set up
Stand Support
1. ____him CPR
2. _____him mouth-to-mouth first.
3. ______his head.
4. Right______his nose close, then....
b. Listen again and complete these questions that the nurse asks.
Listening
Sub Topic: A patient record and instructions
a. The nurses' students receive instructions from a paramedic.
c. Complete each sentence with a verb from the list and listen again to check.
42 5. ________your hand on his chest.
6. ______ clear of his body.
7. ...then___________the buttons and hold for two second.
8. ______his pulse again.
9. Ok-______the procedure.
10. Well done. Now __________an VI and give....
Situation: Five minutes ago a poisonous snake bits your child (A). You called an emergency helpline (B). Explain the situation to the emergency helpline nurse, listen and write down the instructions to find out what to do.
For example:
Notes: wound-ice-bandage
Instrcuctions: What shall I do with the wound? Should I put it on ice? Should I...?
Notes: Instructions
1. Child thirsty-milk OK? ____________________?
2. Walk around? ______________________?
3. Doctor? __________________________?
Speaking
Sub Topic. Emergency helpline
a. Work in pair: Students A is a parent (P), student B is an emergency helpline nurse (N)
b. Student A= a nurse working on the telphone helpline. Listen to your caller, student B explain the emergency. Use these notes to tell the caller what to do.
43
Student B Notes
Fresh air (window/door)
Mouth-washh out
Skin- remove clothes if cover pesticide, wash (running water, soap
Eyes- wash running water, 15 minutes
Student A Instructions
Make sure he gets fresh air, open the windows and doors and ...etc
Cars have crashed, you were the first arrive on the scene. The driver was unconcious „
What to do?
Picture 3.2 Source: suryopod.blogspot.com
44
A surprice passanger
Dg.Singki‟ is a taxi driver became a midwife an hour when a passenger gave to a baby in the back seat of his taxi.
Mince‟s baby was due to in a month, but when her contractions started she called for a taxi to take her to hospital. Mr Singki‟ answered the call.
The expectant mum was in the taxi for ten minutes when she realized that things were happening too fast.
The baby was not going to wait. Its head appeared, and Mr. Singki‟
stopped the taxi to help birth.
A midwife at a hospital said „Giving birth on the way to hospital doesn‟t happen often, but if you are there when it does, just support then clean the baby‟s head and guide it out- don‟t pull. Then clean the baby‟s nose and mouth, but don‟t cut the umbbilical cord- justlay the baby on the mother‟s chest, cord and all.
Dry the baby with a clean towel or cloth, gently rub its back, then cover mum and baby with a dry blanket to keep them both warm, and wait for medical help to arrive‟
„Dg. Singki‟ was the wonderful‟ the mother said later „he did everything
Writing
Sub Topic. Information porter
You have been asked to produce a poster telling motorists what to do in emergency. Write a list of instructions for the situation. Give reasons where it will help people to understand.
Reading
Sub Topic. A surprise passanger.
45 Mr.Singki‟ said I was there when my
kids were born, so this was not completedly new for me. I spoke to nurse on the taxi radio and she gave me instructions. I only did what she told me. There was nothing special about that. One minute I had one passanger, that I had two, but there was no extra charge.
right‟. Mince was naming the baby Cliff.
Mother and baby are both doing well.
(From Nursing 2012.p25)
1. Was this Dg.Singki‟s first experience of a birth?
2. Who gave instruction to Dg.Singki‟?
3. Who is Cliff?
4. How is the baby now?
a . Read the article and answer the questions
b.. Work in pair. Cover the article . remember the midwife's instructions.
Look at the words below to help you remember.
Blanket mother’ chest
Medical help
Head nose and mouth
Back towel
46
PATIENT RECORD
apply keep squeeze
check for make sure sterilize
immerse puncture wab
immobilize remove treat
1. ____a clean, sharp needle with alcohol.
2. ____there is no glass or other foreign body in the wound.
3. Use the needle to____the blister.
4. Don‟t_____burnt clothing.
5. ________a main artery if necessary.
6. ________the injured person lying down.
7. _______injured body part once the bleeding has stopped.
8. _______the person for shock.
9. Don‟t__________severe large burns in cold water.
10. _______sign of circulation.
11. ________with Iodine and rubbing alcohol.
12. _________antibiotic ointment and cover with a bandage.
Vocabulary
Sub Topic. Firts aids
Complete each sentence with a word from the box
GRAMMAR
Sub Topic. Instructions
47
To tell somebody what to do, you can use the imperative Examples:
1. Check for sign of circulation.
2. Apply he pads to his chest.
3. Dry the baby 4. Keep silent.
5. Don’t moved the person.
6. Work through the corridor.
To emphasize what is imporant, you can use Make sure ...
Example:
1. Make sure the wound is clean.
2. Make sure you don‟t touch his body.
3. Make you keep well.
4. Make sure he is still alive.
5. Make sure your health is better.
6. Make sure he is still breathing.
When asking for instructions, you can use the present simple: have to and should.
Example:
1. Do I have to immobilize his leg?
2. Does he have to push into the ward?
3. Shall I take off the dressing now?
4. Shall I stop the taxi?
5. What dosage should I give him?
6. Should I give him drug?
48
Beginnings Endings
1. Check that 2. Make sure you 3. What do 4. Don‟ let 5. Should‟t let 6. Shall I bandage 7. Don‟t
8. What dosage shall 9. Take
10. Where do I
a. I count up to between breaths?
b. I give her?
c. Have to apply the pads?
d. The patient is breathing e. The patient try to stand up
f. Put the burnt area under running water?
g. The patient‟s pulse again.
h. Tie the bandage too tight i. The wound now?
j. Use sterile needle.
For example: A patient in unconscious Instructions:
1. Don‟t move the person
2. Make sure he is still breathing 3. Keep the person warm
4. Check for sign 5. Wash his face.
a. Match the beginnings and endings of the sentences
b. Work in a small group, each thinks of three emergencies and writes at least five instructions to help them.
49
Key words from unit three
Adjectiv
es Agonising Coguh Mild Severe Slight Sore UnbearableNouns
Gas and air Labour
Local anaestetic Migraine Pain relief Stomac Ucler
Picture 3.3 Source: autoaccidentlawyerdetroit.net
50
Topic : Pain
Objectives By the end of the lesson the students will be able to 1 listen and understand the people describing their
pain
2 ask the pain to a patient.
3 write the pain report..
4 read and understand the text of pain 5 understand the words and type of pain
6 use comparative and superlative adjectives to describe pain.
51
Unit Four
Pain
Describing pain.
Describing degree of pain
Asking about pain
Referred pain
Picture 4.1. Source: https://www.google.com/url?sa=1471086225926960
52
Which of these parts of the body do you think are the most sensitive to pain?
Number them from 1( the most sensitive) to 10 ( the less sensitive)
_________
_________
_________
_________
_________
Back of the hand cheek
fingetip foot forearm
________
________
________
________
________
forehead nose palm upper arm upper lip Preview Activity
it
Picture 4.2.
Source;
https://www.g oogle.com/url
?sa=47108622 5926960
53
Pains PATIENTS
1 2 3 4 burning
Stabling shooting constant frequent occasional mild moderate severe Getting good
Getting worse Staying the same
Listening
Sub Topic: Pain chart, pain relief
a. Listen to four patients describing their pains. Tick the boxes that describe the pain.
54
1. Are you still _______pain?
2. Well,_______pain around my stomach.
3. I________a slight pain, just here__________my right side.
4. I‟ve_______this trobbing pain________my head.
5. I________getting this terrible pain______my left arm.
1. Their babies are different sexes/the same sex.
2. Karen started with gas and air/Pethidine.
3. Gas and air made/didn‟t make her feel good 4. The epidural relieved all/some of the pain.
5. Janice had/didn‟t have gas and air.
6. Janice lost no/all feeling during her previous birth.
Situation: You have a problem with your liver which causing your pain.
Imagine the pain you might feel, and be ready to answer the nurse‟s questions.
Think about the following details.
b. Work with a partner. Complete these phrases Listen to the text again and check.
c. Listen to Jenice and Karen talking about their exper.iences of pain relief. Underline the part of the sentence in italic that is true.
Speaking
Sub Topic. Filling in the pain chart
a. Work in pair. asks and answer the questions
55
Where?
When?
How bad?
Type of pain?
Same place or moving?
Getting better/worse?
What helps makes it worse?
Pains STUDENTS
1 2 3 4 burning
Stabling shooting constant frequent occasional mild moderate severe Getting good Getting worse Staying the same
b. Work with a partner. Ask your pair about the pain they are experiencing and fill in the chart .
56
Writing
Sub Topic. Pain report
a. Read this report on the patient's pain. Find and correct five mistakes in it.
b. Write a report about the pain your partner expains in speaking. Use the filled chart to help you.
Reading
Sub Topic. Pain
The patient has abdominal pain. It began suddently last night as mild but constant pain over abdomen. Now it is more bad, and is one the right-hand side to the abdomen. The pain has worse when he couchs.
Picture 4.4 Source: https://www.google.com/url?sa=1471086225926960
57
PAIN
Pain is a vital part of our body’s difences and without it we could not survive.
Pain warms us what things are dangereous, and so help us to avoid damage to our body is already damaged, pain helps with healing because it makes us protect our injures. Some babies are born with a rare condition that makes them unable to feel pain. They do not learn the lessons that pain teaches, an a result suffer many fractures and infections.
Pain happens when nerve endings in our skin and our internal organs, send messages through the central nevous system to our brain.The brain itself can not feel pain. There are two types of pain; acute pain, which last for short time and it is removed when the cause is cured, and cronic pain, which can last a lifetime and cannot ussually be treated. Cronic pain mut be
management using drugs or other methods.
Drugs relieve pain in two ways. Some block the nerves message and prevent them getting to the brain. Others change the way the brain receives the messages, reducing their effect. Many methods of controlling chronic pain without drugs have been developed. These include hypnosis. acupancture, massage, and electronic simulation of nerves.
Pain sometimes works in strange ways it is possible, for example, to suffer a serious injure but not feel any pain. Soldiers in battle may not feel pain from wounds until after the battle- the opposite can happen too- patients who lose a limb can continue to feel pain in the limb long afterward, even though it is an example of neuropathic pain, caused by damage to the remaining nerves (From English for Caring Nursing 2009 p.43)
1. People who are born unable to feel pain are unlucky.___
2. Pain starts in the brain______
3. Chronic pain last longer than acute pain______
a. Read the article and decide if the statements below are true (T) or false (F)
58 4. All drugs which stop pain work directly on the brain_______
5. „Phantom limb” pain is felt by people who have lost an arm or leg____
1. She wears a mask to p______the area of burnt skin.
2. The pain in your legs should go when we t_________your back problem.
3. She used breathing exercises and gas and air to m______the pain of chilbirth.
4. A local anaesthetic will p____you feeling any pain during the operation.
5. Breathing exercises help c________the pain to some extent.
6. When you s__________a serious injury, you may not pain immediately.
1. Are good at dealing with pain?
2. Do you have any special techniques to help you deal with pain?
3. What is your experience of looking after people in severe pain?.
1. A throbbing pain a. Feels like it is eating you b. Complete the gaps using verbs from the article. You may chage the tense.
Vocabulary
Sub Topic. Describing pain
a. Form a small group of maximum 4 students and discuss the following questions and present with a power point.
b . Match these words for types of pain
59 2. A sharp pain b. Travel fast a long part of your
body
3. A burning pain c. Is steady and not too painful 4. A stabling pain d. Feel likena muscle is being
squeezed
5. A shooting pain e. Feels like something sharp is struck into you
6. A dull ache f. Comes and goes rhythmically 7. A gnawing pain g. Feel like fire
8. A cramping pain h. Is strong and sudden
Comparative adjective
We use comparative adjectives to make a comparison between two things or situations.
Adjective type example comparative
One syllable +-er mild milder
One syllabe ending - e
+ r safe safer
GRAMMAR
Sub Topic. Making comparison
60 Two syllables
ending –y
-y to be ier easy easier
Two or more syllables
+ more painful More painful
irregular good better
bad worse
When we compare two things or situations diretly, we use comparative + than.
Examples:
1. The fracture is more serious than we realized . 2. Jane is more beautiful than Ani.
3. This crossword is getting more and more difficult 4. We need something more central.
5. The treatment is less successful than we had predicted.
The opposite of more is less Example:
1. The treatment is less successful than we had realized.
2. The fracture is less serious than we realized . 3. Jack is less careful than Joy.
4. Nurse Anti is less friendly than nurse Mina.
5. We need something more central.
To make comparison stronger, we use much before the comparative.
Example:
1. I am feeling much better today.
2. My leg is much less painful than it was yesterday.
3. The fracture is much serious than we realized .
61 4. Jane is much beautiful than Ani.
5. We need something much central.
Superlative adjective
We use superlative adjectives to make a comparison between more than two things.
Adjective type example superlative
One syllable +-the ...est mild The mildest
One syllabe ending -e + the -est safe The safest Two syllables ending
–y
-y to be -iest easy The easiest
Two or more syllables + the most painful The most painful
irregular good The best
bad The worst
For examples:
1. The cleanerst hospital in Makassar is Awal Bros hospital 2. He is the best nurse in the hospital.
3. The biggest hospital in Makassar is Wahidin hospital.
4. Doctor Jack is the most careful doctor in the hospital 5. I was the second eldest.
6. John is the eldest of the two.
7. The cleverest animals, as well as the best-looking 8. It wasn‟t the most exciting match of the season.
9. What‟s the funniest joke you‟ve heard recently?
10. Really, they should appoint Jones. He‟s the most experienced.
11. It wasn‟t the most exciting match of the season.
62
Unit five : Symptoms
Objectives By the end of the lesson the students will be able to
1 listen and understand the types of symptoms
2 explain the cause of symptoms 3 write the symptoms report
4 read and understand of syndrome.
5 diagnose tongue.
6 use types of questions of various English skills.
63
Unit Five Symptoms
Describing symptoms
Asking about symptoms
Tongue diagnosis
How to form questions
Syndromes
64
Decide if each of the symptoms on list affects the inside of the body, the outside of the body or both
o deformity o dizziness
o A rash o bruising
o numbness o vomiting
o forehead o nose
Sowring/cooking/pause in breathing
Other odd , Behaviour at Night
Behaviour at Night,Behaviour at Night restless legs
Sleeping in the daytime
Preview Activity it
What are
your
symptoms?
65
o fever o itcing o diarrhoea o a sore throat
o constipation o a cough o cramp o spots
o a runny nose o sickness o sneezing o swelling
o palm o upper arm o upper lip o tireness
NOUNS 1 2 ADJECTIVES
deformity deformed
A lump lumpy
bruising bruised
swelling swollen
pain painful
numbness numb
fever feverish
redness red
tireness tired, tiring
ache achy
sickness sick
constipaion constipated
Listening
Sub topic: Symptoms
a. Listen to each people describe symptoms
b. Listen again and tick the words you hear from the list.
66
1. How_______it feel?
2. A little deformed, __________?
3. ___________it painful when you are move it?
4. ________moved your toes?
5. How_______feeling?
6. ________a sore thoat?
7. _________redness?
8. _________ going?
9. __________dizzy at all?
10. When ________sick, mostly?
11. ___________pain?
Student A Student B
You have hurt your wrist. Memorize these symptoms. You will decribe them to the helpline later (close your
You have bad stomach and decide to call a helpline nurse Memoraise these symptoms (close your book)
c. Remember the question that the nurse asked, try to complete them from memory, then listen again and check.
Speaking
Sub topic. Asking questions on a helpline
a. Work in pairs. Student A explains to B of something happened to A and students B explains to A about something happened to B
67 book)
You felt off your becycle. It happened five days ago. Your wrisk is very painful. The skin feels hot, and is red and sore. The shape of the wrist seems normal, but it‟s a bit swollen, and it hurts when you touch it. You can move it without making the pain worse. You can also hold heavy bags, and put weight on it.
You have bad cramps in your
stomach, and you feel really bloated, you have bad diarrhoea, and there is blood in it. Your whole body aches.
You feel a little sick, but you haven‟t vomited. Your temperture is normal.
Student A Student B
1. ____________aches?
2. ____________nausea?
3. ____________vomitting?
4. ____________fever?
5. ____________diarrhoea?
6. ____________cramps?
7. ____________bloating?
1. ____what happened?
2. ____pain?
3. ___where?
4. ____swelling?
5. ___deformed?
6. ____tender?
7. ____bruising?
8. ____hold weight?
9. ____move it?
b. Work with a partner. Ask student A questions to find out exactly what the problems are. and reverse.
68
Students A Stdent B
Problems gastroentritis E-coli infection
gastroentritis E-coli infection aches
nausea vomitting blood in vomit fever blood in stools cramps diarrhoea bloating
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
__________
__________
_________
_________
_________
_________
_________
_________
_________
_________
_________
__________
__________
_________
_________
_________
_________
_________
_________
_________
_________
_________
Diagnosis Table
problems gastroentritis E-coli infection aches
nausea vomitting blood in vomit
Yes Yes Maybe Maybe
Yes Yes No No
c. When you have all the answers you need, look at the diagnosis table to know what the student A and B 's problems are.
69 fever
blood in stools cramps
diarrhoea bloating
Yes No Yes Yes Yes
Yes Yes Yes Yes Yes
Patient name : Ivan Sabu Sabu Hystory:
Yesterday: - vomitting with headaches, diarrhoea On admission:Severe adoment pain, high fever Writing
Sub topic . Writing Symptom Reports
a Read this report on the patient' with apendicitis and find three mistakes.
b: Write a report on this patient who had food poisoning using these notes
